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A Story of Units

A Story of Units. Grade 3 – Module 5. Session Objective. Prepare to implement Module 5 by examining mathematical models and instructional strategies in the lessons. Curriculum Overview of A Story of Units. Module Overview. Read the descriptive narrative U nderline key phrases

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A Story of Units

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  1. A Story of Units Grade 3 – Module 5

  2. Session Objective Prepare to implement Module 5 by examining mathematical models and instructional strategies in the lessons.

  3. Curriculum Overview of A Story of Units

  4. Module Overview • Read the descriptive narrative • Underline key phrases • Circle models that are used in the module

  5. Progressions and Module 5 Topics

  6. End-of-Module Assessment What concepts will students need to master by the end of the module?

  7. Grade 2-Module 8 -Topic C

  8. Topic A: Partition a Whole into Equal Parts Grade 3 NF Progressions, Pg. 2

  9. Lesson 1 Concept Development

  10. Lesson 1 Concept Development

  11. Lesson 1 Exit Ticket Lesson 1 Exit Ticket

  12. 1. There are ____________ equal parts in all. • 2. One equal part is called ______________. Lesson 2 Concept Development

  13. 1. There are ____________ equal parts in all. • 2. One equal part is called ______________. • Fold and label strips showing: • Halves • fourths • eighths • thirds • sixths • fifths* • fenths*

  14. Lesson 3 Concept Development

  15. Lesson 3 Problem Set

  16. Lesson 4: Represent and identify fractional parts of different wholes. Let’s explore! Lesson 4 Concept Development

  17. Lesson 4 Problem Set

  18. Turn and Talk: • Explain what is meant by “equal parts” from the learning that occurs in Topic A. • Why is it important to use a variety of concrete and pictorial models to develop this foundational idea of “equal parts?”

  19. Topic B: Unit Fractions and their Relation to the Whole Grade 3 NF Progressions, Pg. 3

  20. Lesson 5 Concept Development

  21. Lesson 5 Problem Set, Page 1

  22. Lesson 6 Concept Development

  23. Lesson 6 Problem Set

  24. Lesson 7 Concept Development

  25. Problem 1 Problem 2 Lesson 8

  26. Problem 3 Lesson 8-9 Concept Development

  27. Try the Lesson 8 Problem Set Lesson 8 Problem Set

  28. Turn and Talk: How does using the number bond help model unit fractions as the basic building blocks of fractions in Topic B?

  29. Topic C: Comparing Unit Fractions and Specifying the Whole Grade 3 NF Progressions, Pg. 2

  30. Lesson 10 Problem Set

  31. 1 is the same as 1 Lesson 11 Concept Development

  32. is less than is less than Lesson 11 Concept Development

  33. Lesson 11 Problem Set

  34. Exploration! Lesson 12 Concept Development

  35. Lesson 12 Problem Set

  36. Lesson 13 Concept Development

  37. Lesson 13 Problem Set

  38. Turn and talk: How can this fraction strip represent both and Use the problem above to explain why it’s important to specify the whole in fractions?

  39. Topic D: Represent and Compare Fractions on Number Line Diagrams Lesson 14 Concept Development

  40. Lesson 14 Problem Set

  41. Lesson 15 Concept Development

  42. 0 1 2 3 0 1 2 Counting by Unit Fractions Lesson 16 Fluency

  43. 1 2 Lesson 16 Concept Development and Problem Set

  44. Try a problem from Lesson 17 Lesson 17 Problem Set • Marcy ran 4 km after school. She stopped to tie her shoelace at 7fifthskm. Then she stopped to switch songs on her iPod at 12 fifths km. Draw a number line showing Marcy’s run. Include her starting and finishing points and the 2 places where she stopped.

  45. Possible Solution Lesson 17 Student Work

  46. 0 1 • 0 1 2 4 3 4 1 4 2 3 1 3 Lesson 18 Concept Development

  47. Lesson 18 Problem Set

  48. Turn and Talk How is the number line used as a tool to compare fractions?

  49. Topic E: Equivalent Fractions

  50. Equivalent fractions are the same size, but not necessarily the same shape Lesson 20 Concept Development

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